Assessment of Communication Skills and Self-Appraisal in the Simulated Environment: Feasibility of Multirater Feedback with Gap Analysis

2009 ◽  
Vol 4 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Aaron W. Calhoun ◽  
Elizabeth A. Rider ◽  
Elaine C. Meyer ◽  
Giulia Lamiani ◽  
Robert D. Truog
Keyword(s):  
Communication Skills ◽  
Gap Analysis ◽  
Multirater Feedback ◽  
Simulated Environment

scholarly journals SURVEI KEPUASAN STAKEHOLDERS TERHADAP KINERJA ALUMNI INSTITUT PEMERINTAHAN DALAM NEGERI

2019 ◽  
pp. 1-10
Author(s):  
Agus Supriadi Harahap
Keyword(s):  
High Education ◽  
Local Government ◽  
Communication Skills ◽  
Gap Analysis ◽  
Employee Performance ◽  
Performance Data ◽  
Two Dimension ◽  
Organizational Skills ◽  
Government Institutions ◽  
The University

Institut Pemerintahan Dalam Negeri (IPDN) is the university educating the candidates of leaders in local government institutions. Performance of its alumnus will be an important factor for the success of implementation of government tasks. This study aims to measure the performance of IPDN’s alumnus and the satisfaction of the stakeholders to the aforementioned performance. Data were collected through survey in thirteen provinces, and were analyzed through techniques of statistical descriptive and gap analysis. Among the eight selected dimensions of performance, namely communication skills, organizational skills, leadership, logic, effort, group skills, ethics, and other, it is found that the biggest gaps exist in the dimension of organizational skills and ethics. These findings indicate that IPDN needs to focus to development of the two dimension in itseducational process. Keywords: Employee performance; High education of Kepamongprajaan; Stakeholder’s satisfaction

scholarly journals Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis

2017 ◽  
Vol 7 (3) ◽  
pp. 347 ◽  
Author(s):  
Frederick Patacsil ◽  
Christine Lourrine S. Tablatin
Keyword(s):  
Communication Skills ◽  
Gap Analysis ◽  
Soft Skills ◽  
Personality Development ◽  
Communication Tool ◽  
Skills Gap ◽  
Hard Skills ◽  
Internship Experience ◽  
Significant Difference ◽  
The University

The research paper proposes a skills gap methodology that utilized the respondent experiences in the internship program to measure the importance of the Information Technology (IT) skills gap as perceived by IT students and the industry. The questionnaires were formulated based on previous studies,  however,  was slightly modified, validated and pilot tested  to fit into the needs of the research.  Respondents  of this study were IT students enrolled in internship while industry respondents were the supervisors of the IT students in their respective company.  Internship IT students were selected since they have a strong background on the needs of the company based on their internship experience. The findings revealed that teamwork and communication skills are very important soft skills to be possessed by IT graduates  as perceived by the respondents.  Further, results reveal that there was no significant difference in the perception of the respondents in terms of the  importance of soft skills. However, this finding contradicts the results in the case of hard skills were in there was a big range of disagreement on the importance of hard skills.   IT students perceived that hard skills were very important while industry perceived hard skills were somewhat important. It is recognized that soft  skills are very important communication tool for a customer oriented industry and  that  it is essential to enhance the communication skills of IT students for their future employment. The study suggests that the university should target improvements of soft skills and specific personality development component in the curriculum.

scholarly journals A Multirater Instrument for the Assessment of Simulated Pediatric Crises

2011 ◽  
Vol 3 (1) ◽  
pp. 88-94 ◽  
Author(s):  
Aaron W Calhoun ◽  
Megan Boone ◽  
Karen H Miller ◽  
Rebecca L Taulbee ◽  
Vicki L Montgomery ◽  
...  
Keyword(s):  
Communication Skills ◽  
Internal Consistency ◽  
Interrater Reliability ◽  
Gap Analysis ◽  
Clinical Skills ◽  
Intraclass Correlation ◽  
Medical Knowledge ◽  
Self Reflection ◽  
Simulation Based ◽  
Self Assessments

Abstract Background Few validated instruments exist to measure pediatric code team skills. The goal of this study was to develop an instrument for the assessment of resuscitation competency and self-appraisal using multirater and gap analysis methodologies. Methods Multirater assessment with gap analysis is a robust methodology that enables the measurement of self-appraisal as well as competency, offering faculty the ability to provide enhanced feedback. The Team Performance during Simulated Crises Instrument (TPDSCI) was grounded in the Accreditation Council for Graduate Medical Education competencies. The instrument contains 5 competencies, each assessed by a series of descriptive rubrics. It was piloted during a series of simulation-based interdisciplinary pediatric crisis resource management education sessions. Course faculty assessed participants, who also did self-assessments. Internal consistency and interrater reliability were analyzed using Cronbach α and intraclass correlation (ICC) statistics. Gap analysis results were examined descriptively. Results Cronbach α for the instrument was between 0.72 and 0.69. The overall ICC was 0.82. ICC values for the medical knowledge, clinical skills, communication skills, and systems-based practice were between 0.87 and 0.72. The ICC for the professionalism domain was 0.22. Further examination of the professionalism competency revealed a positive skew, 43 simulated sessions (98%) had significant gaps for at least one of the competencies, 38 sessions (86%) had gaps indicating self-overappraisal, and 15 sessions (34%) had gaps indicating self-underappraisal. Conclusions The TPDSCI possesses good measures of internal consistency and interrater reliability with respect to medical knowledge, clinical skills, communication skills, systems-based practice, and overall competence in the context of simulated interdisciplinary pediatric medical crises. Professionalism remains difficult to assess. These results provide an encouraging first step toward instrument validation. Gap analysis reveals disparities between faculty and self-assessments that indicate inadequate participant self-reflection. Identifying self-overappraisal can facilitate focused interventions.

Effective Collaboration at Central Elementary School

1992 ◽  
Vol 23 (4) ◽  
pp. 367-368 ◽  
Author(s):  
Jennifer Chisler Borsch ◽  
Ruth Oaks
Keyword(s):  
Elementary School ◽  
Communication Skills ◽  
Third Grade ◽  
Collaborative Effort ◽  
Speech Language Pathologist ◽  
Grade Teacher ◽  
Effective Collaboration

This article discusses a collaborative effort between a speech-language pathologist and a regular third grade teacher. The overall goal of the collaboration was to improve communication skills of students throughout the school. The factors that contributed to making the collaboration a success are discussed.

AAC Supports for Individuals With Rett Syndrome Across the Lifespan

2015 ◽  
Vol 24 (3) ◽  
pp. 74-85
Author(s):  
Sandra M. Grether
Keyword(s):  
Rett Syndrome ◽  
Communication Skills ◽  
Preliminary Analysis ◽  
Multidisciplinary Approach ◽  
Motor Deficits ◽  
Complex Profile ◽  
Communication Behaviors ◽  
The Individual

Individuals with Rett syndrome (RS) present with a complex profile. They benefit from a multidisciplinary approach for diagnosis, treatment, and follow-up. In our clinic, the Communication Matrix © (Rowland, 1990/1996/2004) is used to collect data about the communication skills and modalities used by those with RS across the lifespan. Preliminary analysis of this data supports the expected changes in communication behaviors as the individual with RS ages and motor deficits have a greater impact.

Improving Communication Skills in Health Care

2013 ◽  
Vol 20 (3) ◽  
pp. 109-117
Author(s):  
Lynda Katz Wilner ◽  
Marjorie Feinstein-Whittaker
Keyword(s):  
Health Care ◽  
Patient Satisfaction ◽  
Communication Skills ◽  
Health Care Professionals ◽  
Skills Training ◽  
International Medical Graduate ◽  
Medical Graduate ◽  
Health Care Environment ◽  
Medical Interpreters ◽  
Accent Modification

Hospital reimbursements are linked to patient satisfaction surveys, which are directly related to interpersonal communication between provider and patient. In today’s health care environment, interactions are challenged by diversity — Limited English proficient (LEP) patients, medical interpreters, International Medical Graduate (IMG) physicians, nurses, and support staff. Accent modification training for health care professionals can improve patient satisfaction and reduce adverse events. Surveys were conducted with medical interpreters and trainers of medical interpreting programs to determine the existence and support for communication skills training, particularly accent modification, for interpreters and non-native English speaking medical professionals. Results of preliminary surveys suggest the need for these comprehensive services. 60.8% believed a heavy accent, poor diction, or a different dialect contributed to medical errors or miscommunication by a moderate to significant degree. Communication programs should also include cultural competency training to optimize patient care outcomes. Examples of strategies for training are included.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

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